Giselle Theuma graduated from Sheffield University with a Master’s degree in early childhood education.

The programme of studies focused on the history and policy of early childhood education, development, learning and curriculum, contemporary issues in early childhood education and several other aspects in this area.

Her dissertation, entitled ‘Evaluating young children’s science-related discourse while engaging in water play activities’ explored the discourse of five-and six-year-old children during unstructured and structured water play.

The rationale behind this research was to investigate children’s science-related discourse during both categories of play and to observe how social discourse plays a significant role in science education.

Founded on constructivist theories (Piaget, 1896-1980 and Vygotsky, 1896-1934), the results imply that during unstructured play children’s verbal discourse did not reveal any scientific focus.

In contrast, the teacher’s intervention throughout floating and sinking structured activities motivated children to a problem-solving situation and supported them to a higher level of thinking.

The degree was funded by the Strategic Educational Pathways Scholarship (Malta) (STEPS), which is part-financed by the EU Social Fund (ESF) under Optional Programme II – Cohesion Policy 2007-2013, ‘Empowering people for more jobs and a better quality of life’.

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